<![CDATA[This study aims to describe the forms of integration of ecotheology and the Love-Based Curriculum in Islamic Religious Education (PAI) learning, the process of fostering students’ environmental ethics, and the impacts of this integration on students’ environmental ethics at MI Nurul-Islam Banyuputih Kidul. The study employed a descriptive qualitative approach with a case study design. Data were collected through observations, interviews with the head of the madrasah, teachers, and students, as well as documentation studies. Data analysis was conducted through data reduction, data display, and drawing conclusions, while data validity was ensured through source and technique triangulation.The results show that the integration of ecotheology and the Love-Based Curriculum is implemented by linking aqidah and akhlaq materials with human responsibility as khalifah, instilling the values of love, care, and compassion, and habituating environmentally responsible behavior in learning activities and students’ daily routines. The process of fostering environmental ethics is carried out gradually through teacher role modeling, routine class duties, collective clean-up activities, plant care, and the reinforcement of theological meaning that caring for the environment is part of worship. This integration has a positive impact on increasing students’ awareness, responsibility, and concern for the school environment. Abstrak Penelitian ini bertujuan mendeskripsikan bentuk integrasi ekoteologi dan Kurikulum Berbasis Cinta dalam pembelajaran Pendidikan Agama Islam (PAI), proses penumbuhan etika lingkungan siswa, serta dampaknya terhadap etika lingkungan siswa di MI Nurul-Islam Banyuputih Kidul. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Data diperoleh melalui observasi, wawancara dengan kepala madrasah, guru, dan siswa, serta studi dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, dengan keabsahan data dijaga melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa integrasi ekoteologi dan Kurikulum Berbasis Cinta dilaksanakan melalui pengaitan materi akidah dan akhlak dengan tanggung jawab manusia sebagai khalifah, penanaman nilai cinta, kepedulian, dan kasih sayang, serta pembiasaan perilaku menjaga lingkungan dalam kegiatan pembelajaran dan aktivitas harian. Proses penumbuhan etika lingkungan berlangsung secara bertahap melalui keteladanan guru, pembiasaan piket, kerja bakti, perawatan tanaman, dan penguatan makna teologis bahwa menjaga lingkungan merupakan bagian dari ibadah. Integrasi tersebut berdampak positif terhadap meningkatnya kesadaran, tanggung jawab, dan kepedulian siswa terhadap lingkungan sekolah.]]>
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